UNIVERSITY OF OREGON BULLETIN 



NEW SERIES OCTOBER, 1912 Vol. X, No. 2 



UNIVERSITY EXTENSION AND COM- 
MONWEALTH SERVICE 



Bjr 



JOSEPH SCHAFER, Ph. D. 

Professor of Hiatory and Director of 
University Extension 




Published monthly by the University of Oregon, and entered at the post-ottlce In 
Kugene, Oregon, as socond-class matter 



Mewgrapn' 



UNIVERSITY EXTENSION AND COM- 
MONWEALTH SERVICE 



By 



JOSEPH SCHAFER, Ph. D. 

Professor of History and Director of 
University Extension 



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UNIVERSITY EXTENSION AND COMMONWEALTH SERVICE. 

The University of Oregon is maintained by the people of Oregon as 
an agency of progress and general community welfare. Recognizing that 
the full utilization by a commonwealth of ius material and spiritual 
resources depends upon the high average intelligence of all of its 
people, and also upon their industrial efficiency, and the presence every- 
where of thoroughly trained men and women (the cutting edge of the 
blade of social endeavor), the state encourages with free tuition those 
young men and women who are willing to devote a number of productive 
years to the attainment of the most thorough training possible to them. 

COMMONWEALTH SERVICE THE PRACTICAL IDEAL OF 
HIGHER EDUCATION. 

But, although the primary aim is to furnish the opportunity of 
superior training to those young men and women whose spiritual impulses 
lead them to sacrifice on their own parts in order to secure it, yet it 
is coming to be recognized that the highest training for professional or 
other life activities cannot be gained in the cloistered seclusion once 
deemed a normal environment for the college man. Highest training 
involves the training of the whole personality, and this implies not only 
intellectual activity but also the activity of heart and of will which 
comes in richest measure to one imbued with the ideals and trained to 
the practice of twentieth century social service. ^ The State University 
has herein a unique educational opportunity, since its class-room activities 
so naturally link themselves to that service for the commonwealth which 
is contemplated in a fully matured' systfem of University activity, which 
should include community and commonwealth sei-vice as well as aid to 
aspiring individuals. To study any college subject for the sake merely of 
comprehending it is one thing; to study it with^ the idea of applying 
one's knowledge to 'the amelioration of existing conditions or the wise 
readjustment of the institutions which generate and determine these 
conditions is quite another. The first type of study leaves the personality 
in a relatively static position, the second is genuinely dynamic in its 
effect. The first yields learning, of a kind; the second yields education. 
Therefore, for the purpose of vitalizing higher education, the Universities 
are being forced to use the state in its widest signification — with its 
complex social, political and industrial needs and interests — as the 
chiefest of their laboratories. Through its use, they can make instruction 
practical, make all of the major sciences they profess applied sciences, 
not in a narrow or mercenary sense, but in a broad, generous, human 
sense ; so that the young men and women who go out from their halls into 
the several life professions and callings will go equipped not alone with 
knowledge of subject and knowledge of process in its application, but 
with a purposeful ideal of zealous rational commonwealth service. 

A TRIPLE ECONOMY IN UNIVERSITY EXTENSION JOINED TO 
COMMONWEALTH SERVICE. 

University Extension thus reinforced, results in vitalizing the regular 
work of the institution as stated above, and it also affords the state just 
the kind of scientific aid which is needed for the solution of its special 
problems and for its best development under present day conditions. In 

3 



addition, there is a money economy in connecting the much needed 
outside work with an institution fully equipped for educational work of 
the highest grade. The existence of a University plant with its throngs 
of students eager to enlist in some significant idealistic cause, its group 
of trained specialists, its extensive and varied library facilities, its 
laboratories for scientific experimentation, makes an opportunity for 
economical and effective educational missionary effort which is not lighdy 
to be set aside. For all of these resources, when properly directed, can 
be used in a multitude of ways to encourage and aid citizens who cannot 
be in residence at the institution, but yet are striving to push forward 
their education; or those who have the desire to employ any part of the 
equipment of the University to promote community welfare. The 
University of Wisconsin — to cite only one example — has carried so far 
these outside features of its educational activity that it has been said 
the campus of the University is bounded only by the state lines — that 
the people of Wisconsin are a people "going to school" to their state 
University, 

EXTENSION WORK AT THE UNIVERSITY OF OREGON. 
A RETROSPECT. 

That the University of Oregon has not been unaware of its extension 
function is shown by the fact that, with cramped resources, it has already 
occupied a number of well-defined areas in the extension field. The 
Correspondence Study Department, hardly more than two years old, has 
afforded help at their own homes to some six hundred men and women 
scattered through every county of the state and representing a consider- 
able variety of occupations. Many of these persons were busy teachers, 
some were farmers, some housewives, some mechanics. There were 
cases of men working out courses of study by the evening fire in the 
logging camp, and similar cases connected with mining camps. 

Less than five years ago, at the instance of the University Depart- 
ment of Economics and Sociology, the Commonwealth Conference was 
instituted for the scientific and practical elucidation of state problems 
pressing for solution. At these gatherings — usually limited to two 
days — which have deepened in interest year by year, men of science and 
men of affairs have consulted together in developing policies respecting 
water power legislation, taxation, education, control of corporations, good 
roads, rural life uplift, the improvement of market conditions, working- 
men's insurance, the m^inimum wage and other matters of first rate 
social importance, with results which are already fructifying in enlight- 
ened public opinion and wise laws. 

The Summer School or summer session of the University, was designed 
especially for teachers and those whose regular employments leave no 
other time for attendance at an institution of higher learning. During 
eight successive summers a six weeks course has been offered at the 
University. The school is now well established. This year a number of 
prominent educators from other states co-operated with some of the 
regular faculty to make the summer session one of the most vitally 
interesting and most valuable features of the University year. Nearly 
two hundred teachers, superintendents, principals, and others were 
regularly enrolled for the entire period of six weeks, while the public 
lecturers of the first two weeks were attended by these and by four or 
five hundred others not regularly enrolled. 

The departments of the University have directed the research work 
of students into channels which make these researches valuable to com- 
mittees of the Legislature, and to other students of state problems — and 
the professors have contributed freely of their time, especially during 



summer vacations, in the study of such problems also, in some cases 
publishing the results in the form of bulletins for free distribution. The 
welfare literature issued from the University has already affected the 
state profoundly along some lines, for example in the economics of the 
good roads problem, in water power legislation, and in tax reform. 

Problems in sanitation have been studied by professors and students 
for the benefit of municipalities, and chemical investigations have been 
carried on respecting certain of the state's natural resources. The 
Engineering department has published valuable monographic studies of 
some of Oregon's water powers. There is a lecture bureau at the 
University which has furnished lectures either singly or in series or 
courses to communities desiring them, the subjects covering a wide range 
and including education, science, sociology, economics, history, etc. 

The High School Debating League, organized by the University 
includes some forty of the high schools of the state. In cooperation with 
the State Library Commission, the University has prepared bulletins 
outlining the leading questions of the day and arranging bibliographical 
data for their study by debating teams. 

A number of Women's Clubs have availed themselves of the oppor- 
tunity to secure aid from the University departments not only in shaping 
their study courses, but also in directing their welfare work. 

NEW PLANS FOR UNIVERSITY EXTENSION AND COMMON- 
WEALTH SERVICE. 

The above sections summarize a few of the main features in the 
extension work of the past years which was designed to meet the most 
pressing demands, but which, by force of circumstances, was limited to 
portions of the field. 

It is now proposed to enlarge these activities so as to meet, as ade- 
quately as may be, those needs of the people to which the University can 
properly minister. * To this end, we shall utilize more fully the existing 
organization, strengthened by the addition of forces representing 
practically all of the University departments; we shall expect regular 
students of the University to give to the work a portion of their time, 
not only for the sake of adding to the real value of their University 
education, but to habituate them while here to the character of mission- 
aries of the public weal. The University invites the co-operation of the 
people of Oregon in the effort to make this work as fruitful as possible 
along every line. And in order to facilitate such co-operation, the fol- 
lowing paragraphs are added to convey a clear idea of each of the 
specific kinds of service which the University has to offer, together with 
a statement of the conditions under which it can be best rendered. 



THE CORRESPONDENCE-STUDY DEPARTMENT. 

The Correspondence-Study Department of the Extension Division is 
designed to bring the help of the University directly to those citizens of 
Oregon of all ages who may be so situated as to be unable to attend 
an institution of learning but who are anxious to carry forward their 



* See University of Oregon Bulletin, N. S. V. No. 1, September 1912, on 
"The proposed Commonwealth Service of the University of Oregon" by 
Professor F. G. Young, head of the department of Economics and Sociology. 



education by employing to that end the hours of relaxation from their 
regular work, and who would be able to do this very advantageously 
under such guidance as the University can afford them. Some of these 
persons are already carrying courses, at large expense for fees, under 
the direction of private correspondence schools. It was found a few 
years ago that in the state of Wisconsin alone 37,000 persons were 
engaged in such study for which they were sending out of the state each 
year several million dollars. Since the establishment, four years ago, 
of the University department of correspondence study, some 7,000 
persons have enrolled therein. The University is able to give them more 
adequate assistance at much less cost and the department has become 
so popular that the legislature of Wisconsin in 1911 voted $125,000 per 
year for the support of this and allied features of extension work. 

At the University of Oregon the demand for correspondence courses 
has grown steadily for several years, and at the present time the number 
of inquiries from week to week is so large as to prophesy a total for the 
year of ten or twelve hundred persons. The applications are coming 
mainly from the following classes : 

(1) The teachers in our public and private schools, a good propor- 
tion of whom are ambitious to improve their professional equipment both 
for the personal gratification implied in it and for the sake of the 
professional advancement which depends on uninterrupted intellectual 
growth. 

(2) Men and women engaged in non-professional occupations who 
have the opportunity and the desire for self-improvement through one or 
more lines of systematic reading. 

(3) Young men employed in clerical positions — banks and mercantile 
houses, on farms or in workshops, who are engaged in assembling funds 
to defray the expense of an education like Engineering, Law, Medicine, 
Journalism, Teaching or the Ministry, and who wish to shorten the 
period of necessary residence study at the professional school by making 
the best use of their time from month to month during the earning 
period. 

(4) Young women who are engaged as clerks and stenographers who 
wish to fit themselves for teaching or for secretaryships requiring more 
advanced training, and who find themselves in possession of a good deal 
of time before and after office hours which can be profitably employed 
in regular progressive study. 

(5) Men on farms, in shops, or in lumbering or mining camps who 
can make excellent use of courses in Mathematics, in Science or in 
Engineering as a partial equipment for their regular work. 

(6) Young persons wishing to prepare for college, and others who 
have matriculated in college or technical schools, who can make use of 
vacation time or periods of enforced absence from school to advance 
their preparation. 

The Instruction is by Mail. The instructor in each case prepares 
the outlines, which are sent to the student in the form of "lessons", with 
instructions for their preparation and return. The student's work is 
examined and criticised and returned for such correction or amplification 
as may be indicated upon the papers. Special directions and suggestions 
are added as they may be required by the individual student. 

Beginning with the last quarter of the year 1912, important additional 
helps will be furnished periodically through the medium of the University 
Extension Bulletin, to be sent regularly to all correspondence students. 

The Instruction is Free. The student merely pays the postage 
on materials and directions sent him by mail, and the subscription price 
of the University Extension Bulletin. Postage is estimated at $1.00 for 



each course and the cost of the Bulletin for one year will be $1.00 
also. This will make a total registration fee of $2.00 for the first 
course, and $1.00 for each additional course, when more than one course 
is taken at a time. 

There are No Entrance Examinations or conditions of admission 
to the Correspondence-Study Department, and the ability and disposition 
to carry on work profitably is the sole condition of continuance in the 
Department. Each course is a unit of study. It must be completed 
within twelve calendar months from the time of registration or a new 
registration will be required. 

Credit is Given for the satisfactory completion of a correspondence 
course, including an examination. Credits earned in correspondence 
courses by students are recorded in the office of the Correspondence- 
Study Department until such students register for regular residence 
work in the University of Oregon, when these credits may be transferred 
to the Registrar's office and counted towards graduation. The maximum 
number of college credits which may be earned by correspondence and 
applied toward the B. A. degree is 40 semester hours. Courses giving 
entrance credit are for students who cannot take a complete high school 
course and for teachers preparing for state examinations. Such courses 
cannot be taken for college credit unless so specified in the description 
of courses. 

Formal Examinations are required only when credit is desired. 
The examination for a course must be taken not later than three weeks 
after the last corrected report for such course has been returned to the 
student. Examinations are given at the University whenever possible, 
but other arrangements may be made if necessary. 

Candidates for the Degree Master of Arts or Master of Science 
must complete at least one regular semester of study in residence, with 
the condition that all work in absentia for the Master's degree shall 
be done in regularly organized courses in the University of Oregon 
Correspondence-Study Department. Students wishing to do graduate 
work by correspondence should write for special instructions regarding 
the necessary procedure to secure such work. 

Text Books mentioned in the description of courses are to be 
purchased by the student. If they can not be secured conveniently 
through a local dealer, they may be ordered from the Correspondence- 
Study Department for the amount mentioned. The prices of books 
include postage. 

Correspondence Courses Offered by the University of Oregon 
are intended for residents of Oregon; but in a few cases those moving 
out of the state and those planning to come in have been extended the 
privileges. The view has been taken that those preparing for this 
University should be given every opportunity. 

Registration. — To register for Correspondence courses fill out the 
blank at the back of this catalogue and send it to the Correspondence- 
Study Department, enclosing at the same time the required fees. If 
books are desired enclose the necessary amount. 

The several departments of the University cooperate to enable the 
Correspondence-Study Department to offer the following list of courses. 



DESCEIPTION OF COBRESPOI^DENCE COUIISES. 

1912-1913. 
BOTANY. 

Professor Albert R. Sweetser. 

Instruction will commence in this work with the beginning of the 
college year, but enrollment may take place at any time during the 
year: Each student will be furnished outlines following in general the 
State Text. It will be the aim to direct in the observation of Nature 
rather than the study of the book. The only equipment necessary 
will be a hand magnifying glass costing not over one dollar, which can 
be purchased of the department at cost if so desired. The notes will be 
forwarded from time to time and returned after correction. A number 
of plants will be collected, studied and classified and sent for correction, 
the number to be limited only by the desire of the pupil. Specimens and 
sections for study will be loaned, a deposit being made to cover breakage 
or loss. 

The object of the course will be threefold: 

1 To assist teachers in their preparation for giving instruction in 
Nature Study and Botany. 

2. To aid in the preparation for State Examinations. 

3. For the benefit of those whether teachers or not, who may desire 
to obtain a knowledge of the wild flowers of Oregon. 

On passing of an examination six college semester hours' credit or 
one entrance unit credit may be allowed. 

Text: Bergen and Caldwell, "Practical Botany", Ginn & Co., $1.35. 

ENGLISH. 

Professor Edward A. Thurber. 
Miss Julia Burgess. 
Miss Mary H. Perkins. 

1. Entrance English Composition. This course is planned from 
Espenshade's "Composition and Rhetoric", D. C. Heath & Co., Boston, 
prepaid $1.10. The work consists of answers to specific questions on 
punctuation, the use of words, and sentence structure; also the analysis 
of passages and a series of papers from developed paragraphs to longer 
themes in the various forms of discourse. On satisfactory completion 
of the course, including the examination, one entrance unit of credit 
will be granted. 

2. College English Composition. This course runs parallel, in part, 
to work done in the Freshman year in the University. Topical outlines 
are required, and emphasis is placed on structure and fullness in the 
presentation of subjects. The text-book for the course is Canby's 
"English Composition in Theory and Practice", Macmillan, postpaid, $1.35. 

Credit — Two college semester hours. 

3. Journalism,. Professor Allen. Corresponding for the newspapers. 
A course in the preparation of copy for publication, and in recognition of 
news values. The instructor has had long experience in dealing with 
country correspondents on behalf of a city newspaper, and it is largely 
for the benefit of such correspondents and the papers employing them 
that the course is offered. 

4. Short Story. Professor Thurber. The course in the Short Story 
may be taken by correspondence either as a year or as a half year 
course, in either case counting as one semester credit, unless arrange- 
ments are made for a fuller course than the one outlined. The book used 

8 



will be "Modern Masterpieces of Short Prose Fiction", by Waite and 
Taylor, D. Appleton & Co. 

The student will be required to write analyses and discussions of 
these selections from various points of view, and also three short 
stories of some length. 

DEBATING. 

Mr. Carlton E. Spencer. 

Training for Debating. A study in the form and methods of effective 
debating; taking up the choosing of the subject, research, analysis of the 
questions, evidence, the testing of evidence, the logical forms of argu- 
ment, the brief, the development of the finished debate and refutation. 
The course is designed not only to increase proficiency in debate but to 
develop the ability to recognize sound argument and to form the judg- 
ment accordingly. Credit three semester hours. 

Text: Essentials of Exposition and Argument, William Trufant 
Foster, Houghton Mifflin Co., price postpaid, $1.00. 

ECONOMICS. 

The following courses are designed to be helpful to all who aim to 
be of social service in connection with their professionad duties. They 
are peculiarly adjusted to the needs of all who wish to have a part in 
promoting the solution of present day problems. 

The general plan is to get a comprehensive grasp of the principles of 
the subject as they are accepted by the best authorities in the different 
fields of study and then to make an intensive study of the special 
problems in which the student is interested. Where the number of 
applicants for the different courses make it feasible, arrangements 
will be made for lectures and discussions. 

1. The Principles of Economics. Dr. J. H. Gilbert. Credit — six 
semester hours. 

The following text books will be required for the course. Seager, 
"'Introduction to Economics" (third edition). Holt, $2.25; Ely, "Outlines 
of Economics" (revised edition 1908), Macmillan, $2.00; Seligman, 
"Principles of Economics," Longmans, $2.50. 

2. Money and Banking. Dr. J. H. Gilbert. Credit — four semester 
hours. 

Texts: Johnson, "Money and Currency", Ginn, $1.85; White, "Money 
and Banking", Ginn, $1.60; Scott, "Money and Banking", Holt, $2.10. 

3. Railway Trans port atioyi. Professor F. G. Young. Credit — eight 
semester hours. 

Texts : Johnson, "American Railway Transportation", Appleton, 
$1.60; Hadley, "Railroad Transportation", Putnam, $1.60. 

4. Sociology. Professor F. G. Young. Credit — ^four semester hours. 
Texts: Ross, "Social Psychology", Macmillan, $1.50; Cooley, "Social 

Organization", Scribner, $1.60; Small, "The Meaning of Social Science", 
University of Chicago, $1.60. 

EDUCATION. 

Professor Ayer and Assistants. 

1. Child Study. Professor Ayer and Assistants. Credit— three 
semester hours. 

The course will be a study of the human mind and personality 
through infancy, childhood and youth. Physical, social and moral 
development will be studied. Periods of growth, children's diseases, plays 

9 



and games, children's interests in nature and literature, boys' gangs will 
also be studied. The following books will be used as a basis for questions 
and papers: 

Swift, E. J., "Mind in the Making, a Study in Mental Development," 
Chas. Scribner's Sons, New York, $1.60. 

Hall, G. S., "Youth,"- Appleton, New York, $1.60. 

Drummond, "Introduction to Child Study," Longmans, $1.85. 

2. Educational Psychology. Credit — three semester hours. 

This course will be the application of the fundamental principles of 
psychology to educational practice. Among others the following topics 
will be studied: Apperception, the true doctrine of interest, training 
the reasoning powers, memory, culture, formal discipline, the fallacies of 
phrenology, individual differences, inductive and deductive development 
lessons. The basal books in this course will be: 

Bagley, W. C, "The Educative Process," Macmillan, $1.35. 

Thorndike, E. L., "Principles of Teaching," A. G. Seller, $1.35. 

Keatinge, "Suggestions in Education," Macmillan, $1.85. 

The satisfactory completion of the course entitles the student to six 
college semester hours' credit. 

3. School Administration. Credit — six semester hours. 

A complete course for superintendent and principals, which covers 
the entire ground of the organization of state, city, and local systems and 
includes among other topics the following: Local units of supervision, 
the financing of public education, the school house, text-books, and sup- 
plies, the teaching staff, the elementary course of study, grading and 
promotion, educational statistics and child labor legislation. 

The following books will be used by students in the course: 

(1) Button, S. T., and Snedden, David, "The Administration of 
Public Education in the United States." Macmillan & Co., New York, 
1908, postpaid, $1.90. 

(2) 'Chancellor, W. E., "Our Schools — Their Administration and 
Supervision." D. C. Heath, Boston, 1904, postpaid, $1.60. 

(3) Report of U. S. Commissioner of Education, Washington, D. C, 
free. 

(4) School Laws of Oregon, Salem, Or., 1909. These may be bor- 
rowed from any district school officer or they will be sent for twenty- 
five cents. 

(5) Eighteenth Biennial Report of the Superintendent of Public 
Instruction of the State of Oregon, Salem, Or., free. 

4. Scientific Methods of Study. Miss Hastings. Credit — two sem- 
ester hours. 

A course dealing with the problem of how to study and how to teach 
children to study. This course is intended to be of use to the high 
school teacher, the elementary school teacher, and the supervisor. A 
different set of lessons is prepared for each group as certain observations 
and some careful experiments are required. High school teachers will 
use the following books: 

Dewey, "How We Think", Heath, $1.05. 

McMurry, "How to Study and Teaching How to Study," Hough- 
ton, $1.35. 

Johnston, "High School Education," Scribner, $1.60. 
Books for elementary school teachers: 

McMurry, "How to Study and Teaching How to Study," Hough- 
ton, $1.35. 

Earhart, "Teaching Children to Study," Houghton, 65 cents. 

Strayer, "A Brief Course in the Teaching Process," Macmillan, $1.30. 

10 



Books for supervisors: 

McMurry, "How to Study and Teaching How to Study," Hough- 
ton, $1.35. 

Dewey, "How We Think," Heath, $1.05. 

Strayer, "A Brief Course in the Teaching Process," Macmillan, $1.30. 

5. School Management and Art of Teaching. Credit — three sem- 
ester hours. 

While the text books indicate the scope of the course, the work will 
be in no wise confined to them, but will be supplemented by papers based 
on the student's experience. All papers and outlines prepared by the 
student will be corrected by the instructor and returned to the student 
for his further guidance. 

Texts: Bagley, W. C, "Classroom Management, Its Principles and 
Technique," Macmillan, New York, postpaid, $1.35; Dinsmore, J. W., 
"Teaching a District School," American Book Company, New York, $1.10, 
postpaid; Colgrove, "The Teacher and the School," Scribner, $1.35. 

ELECTRICITY. 

Elementary Electricity. Professor R. H. Dearborn. 

A simple non-mathematical course dealing with the generation and 
control of electric currents, and the operation of the more familiar 
electric appliances, as batteries, telephones, motors, generators, lamps, etc. 

ENGINEERING. 

1. Freehaiid Lettering. Assistant Professor Adams. Credit — two 
semester hours. 

Extended practice in various styles of lettering commonly used on 
working drawings. Materials for the course, including the text will 
cost about $5.00. 

2. Mechanical Drawing. Assistant Professor Adams. 

This course teaches the use and care of drafting instruments, geo- 
metrical drawing, practical applications of the principles of orthographic 
projection to drafting-room practice, etc. Emphasis is laid upon neat, 
plain lettering, shop drawings, tracing and isometric drawing. The 
materials for the work, including book and drawing paper, cost about 
sixteen dollars and can be furnished by the Department if the student 
desires. A list of materials will be sent to any one on request. 

Credit — Four college semester hours. 

Text: Jamison's "Elements of Mechanical Drawing," Wiley, $2.50. 

3. Surveying. Mr. C. A. McClain. 

Theory of the adjustment and use of instruments, including especially 
the steel tape, the level and the transit; consideration of the common 
errors in surveying; reduction and platting of field notes; land survey 
computations; simple earth work computations, etc. Open to students 
who have had Trigonometry and Mechanical Drawing. 

No field work is required but it is recommended that, if possible, the 
student make arrangements for the examination and occasional use of 
the different instruments as they are being studied. 

Text: Tracy, "Plane Surveying," Wiley, $3.00. 

MATHEMATICS. 

Each difficulty experienced and reported by the student will receive 
careful individual explanation in detail. As soon as one lesson has 
been completed to the satisfaction of the instructor, the instructions for 
the proper lesson Vi^ill be furnished. 

11 



FOR COLLEGE ENTRANCE CREDIT. 

Al, A2, A3, Elementary Algebra, 

Dr. H. B. Leonard. 

These three courses satisfy the entrance requirements in Algebra for 
the University of Oregon, and on the completion of each (including an 
examination) one one-half -entrance-unit credit will be given (page 46). 
The text-book used is Algebra for Secondary Schools (with answers) by 
Wells. It is published by D. C. Heath & Co. (387 Wabash Ave., Chicago), 
and can be obtained from them postpaid for one dollar and thirty-five 
cents ($1.35). 

Gl, G2, Plane Geometry (Prerequisite Al, A2, A3) 

G3, Solid Geometry (Prerequisite Gl, G2) 

Dr. H. B. Leonard. 

These three courses satisfy the entrance requirements in Geometry 
for the University of Oregon, and on the completion of each (including 
an examination) one one-half-entrance-unit credit will be given. 

As compared with the ordinary high school course there will be less 
chance to do memory work and a better grasp of originals will have to 
be developed. Much attention will be given to the solving of problems 
and to the form of the written work. 

The text-book used is Plane and Solid Geometry, revised by Went- 
worth & Smith. It is published by Ginn & Co. (378 Wabash Ave., 
Chicago), and can be obtained from them postpaid for one dollar and 
forty cents ($1.40). 

30 — Algebra for Teachers. 

31 — Geometry for Teachers. 

32 — Mathematical Reading. 

Dr. H. B. Leonard. 

These courses are informal and are designed to meet individual 
needs. Perhaps a teacher that has specialized along other lines is 
compelled by the requirements of the school program to teach Mathematics 
and would welcome assistance in working up the courses and in planning 
methods for making clear the difficult points. Again a student may desire 
to review courses already taken and to gain, incidentally, a greater skill 
in attacking originals or in solving problems. Or it may be that the 
school library can not furnish the information wanted on some subject 
and it is desired to take advantage of the resources of the library of the 
University. 

Courses for College Credit. 

1 — Advanced Algebra. 

Dr. H. B. Leonard. 

This course is the equivalent of the first semester's work for fresh- 
men in literary courses. Upon its completion (including an examination) 
three university semester-hour credits will be given. The text-book used 
is College Algebra by Rietz and Crathorne. (Henry Holt and Co.) It 
may be obtained, postpaid, for $1.50. 

1% — Plane Trigonometry (Prerequisite Al, A2, A3, Gl, G2). 
Dr. H. B. Leonard 

This course is the equivalent of the second semester's work for 
freshmen in literary courses. Upon its completion (including an exam- 
ination) three university semester-hour credits will be given. The text- 
book used is Plane Trigonometry (with tables), second revised edition, 
by Wentworth. It is published by Ginn & Co. (378 Wabash Ave., 
Chicago), and can be obtained from them postpaid for one dollar ($1.00). 

12 



2 — Analytic Geometry (Prerequisite 1, l^^) 
Dr. H. B. Leonard. 
This course is the equivalent of the last part of the work for fresh- 
men engineers. Upon its completion (including an examination) four 
university semester-hour credits will be given. The text-book used is 
Analytic Geometry by Wentworth. It is published by Ginn & Co. (Wabash 
Ave., Chicago), and can be obtained from them postpaid for one dollar 
and forty cents ($1.40). 

3 — Differential Calculus (Prerequisite 2). 

4 — Integral Calculus (Prerequisite 3). 

Dr. H. B. Leonard. 

These two courses are the equivalent of the work for sophomore 
engineers. Upon the completion of each (including an examination), 
five university semester-hour credits will be given. The text-book used 
is Differential and Integral Calculus by Granville. It is published by 
Ginn & Co., and can be obtained from them, postpaid, for $2.60. 

17 — Analytical Mechanics (Prerequisite 4). 
Dr. H. B. Leonard. 

The text-book used is Theoretical Mechanics by Johnson. It is 
publish by John Wiley and Sons (New York), and can be obtained from 
them postpaid for three dollars and fifteen cents ($3.15). Upon the 
completion of this course (including an examination) six university 
semester-hour credits will be given. 

TEACHING OF HIGH SCHOOL MATHEMATICS. 
Professor E. E. DeCou. 

A course dealing with the best methods of teaching arithmetic, 
algebra, geometry and trigonometry, and giving something of their his- 
tory. Two semester-hours' credit. 

Text-books used: The Teaching of Mathematics in the Elementary 
and Secondary School, by J. W. A. Young; published by Longmans, 
Green & Co., 91 and 93 Fifth Ave., New York; price, $1.65. The Teach- 
ing of Elementary Mathematics, by David Eugene Smith; published by 
The Macmillan Company, New York, price $1.10. 

HISTORY. 

1. Oregon History. Dr. Joseph Schafer. 

The outline of topics for this course will correspond in general to 
the chapter heads in the text-book named below, which will form the 
basis of the study. In addition, however, the professor in charge will 
from time to time present supplementary matter, and the detailed instruc- 
tions for study will contain references to other materials, accessible to 
the student. 

Three semester hours of college credit or one half entrance unit 
credit will be given upon the satisfactory completion of the course. 

Text-book: Schafer's "A History of the Pacific Northwest." The 
Macmillan Company, New York, postpaid $1.35. 

2. Recent European History. Dr. R. C. Clark. 

The course will furnish a knowledge of the origin of the present 
European states and their chief lines of development during the nine- 
teenth century. It will give a general knowledge of important industrial 
and social changes but will give more particular attention to political and 
constitutional problems. The history of the expansion of Europe into 
Asia and Africa, the relations of the European states with the Orient, 

13 



imperial federation, the movement for world peace and international 
relations are other subjects that will be considered. In short the student 
will have his knowledge of the past connected up with his morning paper. 

Four semester hours of college credit will be given upon the satis- 
factory completion of the course. 

Robinson and Beard, "Development of Modern Europe," second 
volume (postpaid, $1.70), will be the guiding text. It will be sup- 
plemented with their "Readings in Modern European History," second 
volume (postpaid, $1.60). Ginn & Co. 

3. English History. Dr. R. C. Clark. 

Use any good text, such as Andrews or Cheney. Have available for 
supplementary reading some one of the longer histories of England, such 
as Gardiner's "Student's History" or Green's "Short History of the 
English People", and one of the small source-books, such as Kendall, 
Colby, or Cheney's "Readings in English History". 

Credit — Three semester hours, or one-half entrance unit. 

LITERATURE. 

1. Socially Significant Literature of Today. Professor Howe. A 
reading course for educated citizenship clubs. 

Things happen in Europe before they do here. As the sun rises 
earlier in the east, so density of population, with all its problems of 
slums, overcrowding, unemployment, strikes and suffering, moves from 
Europe, through the eastern portion of the United States, toward Oregon. 
Consequently the great writers of the eastern hemisphere have seen, 
analyzed, and discussed these problems for us, and in our efforts to 
solve our own political and social difficulties, we should make use of 
their experience, avoiding their failures and profiting by their successes. 

This course of study is not at all exhaustive, but has been chosen to 
give the men and women of Oregon a clue to the problems discussed and 
the light afforded by the leading writers of the last quarter of a century 
in England and on the continent of Europe. 

The course makes little effort to appraise these writers as artists. 
The directions for study aim rather to guide the reader's attention 
effectively to the value for Oregon citizenship in each book. 

The University will furnish the set of twelve books, postpaid, for 
$12.35. The fee for registration is $2.00. It is therefore possible for an 
Educated Citizenship Club of fifteen members to obtain at a cost of less 
than one dollar apiece, the twelve books, the complete study directions, 
and instructions through the mails by members of the University faculty, 
the instruction taking the form of careful comment on reports sent in 
by the Secretary of the club. In addition. Professor Howe will visit 
each club of twelve to fifteen members two or three times during the 
year for lectures and personal conference on the work as desired. 

The works and authors included in this course are: Ibsen, An 
Enemy of the People and The Wild Duck ; Gorky, Mother ; Chesterton, The 
Ball and The Cross; Tolstoy, Anna Karenina; Galsworthy, The Island 
Pharisees; Andreiev, Anathema; Morris, News from Nowhere; Zola, 
Labor; Wells, Tono-Bungay; Maeterlinck, The Treasure of the Humble;. 
Shaw, Three Plays for Puritans; Bennett, A Great Man. 

2. English Classics. Professor H. C. Howe. Credit — One entrance 
unit. 

This course consists of the critical study of six books chosen from the 
following list of classics. Three of the books must be chosen from 
Group 1 and three from Group 11. Students registering for the course 
are requested to send the names of the books they wish to study with 
their application for registration. 

14 



Group I. 

Tennyson — Idylls of the King. 

Ruskin — Sesame and Lilies. 

Carlyle — Heroes and Hero Worship. 

Irving — The Sketch Book. 

Carlyle — Essay on Burns (with questions on poems by Burns). 

Dickens— The Tale of Two Cities. 

Eliot — Silas Marner. 

Scott — Ivanhoe. 

Scott — Marmion. 

Long's Edition of American Poems. 

Lamb — Essays of Elia. 

Stevenson — Treasure Island. 

Shakespeare — Julius Caesar. 

Holmes — Autocrat of the Breakfast Table. 

Riis— The Making of an American. 

Group //. 

Coleridge — The Ancient Mariner. 

Franklin's Autobiography. 

Shakespeare — Macbeth. 

Webster — Bunker Hill Monument Oration. 

Poe— The Gold Bug. 

Lowell — The Vision of Sir Launfal. 

Emerson — Selected Essays. 

De Quincey — Joan of Arc and the English Mail Coach. 

Addison and Steele — The Sir Roger DeCoverley Papers. 

Macaulay — Lays of Ancient Rome. 

Burke — Speech on Conciliation with America. 

Irving — Oliver Goldsmith. 

Hale — The Man without a Country. 

Gaskell — Cranford. 

3. Shakespeare. Professor H. C. Howe. Credit — Six semester hours. 

The student is expected to purchase the complete one-volume Shake- 
speare in the Cambridge series published by Houghton Mifflin and Com- 
pany, $2.50. It will be desirable, but not required, for each study group 
to purchase either Dowden's "Shakespeare, His Mind and Art," or Hud- 
son's "Shakespeare's Life, Art and Characters," or both. The former is 
published by Harper & Bros., for $1.75, the latter (in two volumes) by 
Ginn and Company for $4.00. The Hudson is the most complete Shake- 
speare study available. Sixteen plays will be read, and directions for 
study, and lists of questions on each will be sent to the student, in turn. 
The large collection of critical literature at the University will also be 
drawn upon, and extracts from critics of diverse schools of interpi-etation 
will be supplied, as to classes in residence at the University. A written 
report on each play, as read, will be required, giving the answers to a 
list of questions sent for that purpose. These papers will be corrected 
by the instructor, and returned to the student, for his further guidance. 

4. British Poets of the Nineteenth Century. Miss Mozelle Hair. 
Credit — Six semester hours. 

This course will be a critical study of the most important and typical 
poems of "Wordsworth, Coleridge, Scott, Byron, Shelley, Keats, Landor, 
Tennyson, Elizabeth Barrett Browning, Robert Browning, Clough, Arnold, 
Rossetti, Morris and Swinburne. The aim will be to enable students to 
read these poets intelligently and gain a knowledge of the significance in 
literature of each poet's work. 

15 



The course is intended for two distinct classes of students; those 
who want college credit for their work and those who do not. For those 
who do not want college credit the book, British Poets of the Nineteenth 
Century by Curtis Hidden Page, will be sufficient. For those who want 
college credit the following books will be necessary: 

British Poets of the Nineteenth Century by Curtis Hidden Page, $2.00. 
Published by Benjamin H. Sanborn & Co., New York and Chicago. 

Byron's complete poems (Cambridge Edition) $2.50. 

Tennyson's complete poems (Cambridge Edition) $1.60, or the 
Grosset and Dunlap reprint of the Globe Edition, 75 cents. 

Browning, "The Ring and the Book," Houghton, Mifflin Co., $1.50, 
or Browning's complete works (Cambridge Edition) $2.50. 

Swinburne's "Atalanta in Calydon," (Mosher) $1.00. 

Morris, "Sigurd, the Volsung," Longmans, Authorized American 
Edition, $2.00. 

PHYSICS. 

Professor W. P. Boynton. 

1. Elementary Physics. The work follows the State High School 
Course, and when supplemented by a satisfactory laboratory course 
(in a high school or the Summer Session of the University, for example) 
will satisfy the entrance requirements of the University. Each dif- 
ficulty experienced and reported by the student will receive careful 
individual explanation. The text-book used is Millikan and Gale's First 
Course in Physics, published by Ginn & Co., and sent postpaid for $1.35. 

2. Electricity and Magnetism. Credit — three semester hours. 

The course is based upon "An Elementary Book on Electricity and 
Magnetism and Their Applications" by Jackson & Jackson, published by 
the Macmillan Co., and sent postpaid for one dollar and fifty cents 
($1.50). 

The authors are teachers of Electrical Engineering of high standing, 
and the text, while fairly elementary in grade, gives a considerable 
discussion of dynamos, motors, electric lighting, wiring, telephones, and 
other engineering problems. Difficulties reported and questions asked 
will receive careful individual answers. 

3. Sound and Music. Credit — two semester hours. 

An introduction to the theory of Sound, with applications to such 
musical problems as harmony and discord, typical musical instruments, 
and true and tempered intervals as used in tuning musical instruments. 
Some familiarity with music and musical notation will be helpful in 
the course. Suitable books will be recommended. On satisfactory com- 
pletion of the course, including the examination, two semester hours 
of college credit will be granted. 

4. History and Teaching of Physics. Credit — two semester hours. 
This course presupposes a reasonable familiarity with the more 

elementary facts and ideas of general Physics. The text-books used 
are Cajori's History of Physics, published by the Macmillan Co., and 
sent postpaid for one dollar and seventy cents ($1.70), Smith and 
Hall's Teaching of Chemistry and Physics in the Secondary School, 
published by Longmans, Green & Co., and sent postpaid for one dollar 
and sixty cents ($1.60), and Mann's Teaching of Physics, published 
by the Macmillan Co., and sent postpaid for one dollar and thirty- 
five cents ($1.35). 

PSYCHOLOGY. 

Professor Edmund S. Conklin. 

1. Elementary Psychology. Credit — four semester hours. 

This course will consist of outlines of structural psychology, treating 

16 



methods of psychology, neural action and habit attention, sensation, 
perception, imagination, memory, forms of reasoning, reflex action and 
instinct, emotion, volition, character and will. Texts: Baldwin, J. M., 
"Story of the Mind," Appleton, New York, forty cents. Angell, J. R., 
"Psychology, Fourth Edition Revised," Henry Holt, 1909, $1.70. 
Read, "An Introductory Psychology," Ginn, $1.10. 

ADVANCED PHYSIOLOGY. 
Professor Bovard. 

For those expecting to teach Physiology in the High Schools or 
those who have had the Elementary Course and wish to extend their 
knowledge by laboratory work. 

In order to enroll in this course it will be necessary that the 
student have access to a microscope and provide himself with some 
small equipment of laboratory glass ware, such as test tubes, beakers, 
etc. 

Hough and Sedgwich's "Human Mechanism" will be used as the 
text. The price is $2.00 postpaid. Laboratory guides will be provided 
by the department. The student will be expected to pay the cost of 
all materials furnished, or make good the loss of materials loaned. 
This course will not be given until the spring of 1913. 



COURSES FOR TEACHERS. 

The following courses have, been prepared especially for teachers 
intending to take the examinations for State Certificates. Entrance 
credit only is given for these courses: 

1. Algebra; Wells Algebra for Secondary Schools, Heath, $1.30. 

2. Composition; Herrick and Damon, Scott, Foresman, $1.10. 

3. Literature, American; Newcomer's American Literature, $1.10. 

4. Physiology; Hutchinson, $1.10. 

5. Psychology; Read', An Introduction to Psychology, $1.10. 

6. Botany; Bergen, Elements of Botany, $1.35. 

7. Geology; Le Conte, $1.15. 

8. Geometry; Wentworth. 

9. History, General; Meyers' General History, $1.60. 

10. History of Education; Davidson, $1.10. 

11. Literature, English; Newcomer's English Literature, $1.35. 

12. Physics; Millikan and Gale, A First Course in Physics. 



STUDY COURSES FOR CLUBS. 



In addition to the courses for individual students the Correspond- 
ence-Study Department is able to offer several courses prepared especi- 
ally for the use of women's clubs, teachers' study clubs and other 
groups of persons whose common interest in some subject makes group 
study desirable. The registration fee for clubs is $2.00 and all commun- 
ications and papers are sent to the secretary of the club. If regular 
instruction is desired on any of the courses, a definite statement to 
this effect must be made by the secretary of the club at the time of 
registration. The instruction will take the form of careful comment 
upon reports prepared according to the directions for study given for 
the course, and sent in by the secretary of the club. 

The University library will be able to supply a limited number of 
reference books to clubs ' using these outlines. Applications for such 
books should be made through the Correspondence-Study Department. 

17 



1. The History of Art. The course covers the history of architec- 
ture, sculpture and painting, both ancient and modern. In architec- 
ture the work begins with the Egyptian architecture and is carried 
through the modern. In sculpture and painting the work begins with 
the Greek and runs through the modern. Typical examples of the 
various periods and schools are discussed. 

The University library is starting a collection of art photographs 
which will be available for clubs taking the course. These photographs 
are the well known Anderson Prints. 

2. Oregon History. This course is baised on Schafer's "A History 
of the Pacific Northwest" and traces the development of the Northwest 
with particular reference to Oregon. The outline also calls attention 
to some of the present day problems in Oregon. 

3. Economic Problems. Some of the topics for study suggested 
in this outline are: City Planning, Economy and Social Commonwealth 
Interests, System of Taxation, The Domestic Servant and the Farm 
Laborer, The Home and Woman's Part in the Social Progress. The 
aim of the course will be to arouse a greater interest and enthusiasm 
in problems relating to the social and educational welfare of the com- 
munity and to encourage investigation along these lines. 

4. Shakespeare. A course arranged for twelve lessons or programs 
designed to give a knowledge and appreciation of twelve plays. The 
plays are to be studed in chronological order with the purpose of 
showing the development of Shakespeare's mind and art. 

5. British Poets of the Nineteenth Century. This outline is 
designed especially for the use of Women's clubs and contains sug- 
gestions for sixteen programs. The aim is to give a general survey 
of nineteenth century poetry through the study of such poets as Words- 
worth, Coleridge, Scott, Byron, Shelley, Tennyson, the Brownings, 
Rossetti and Morris. 



EXTENSION LECTTJEES. 



Experience at this and other universities has shown the advantage 
of combining with the correspondence work in any branch of study, a 
brief course of lectures delivered at centers most accessible to the 
correspondence students and designed to intensify students' interest 
in the subject. Not all correspondence students can be reached in 
this way, it is true, but, on the other hand, many persons who are not 
correspondence students will receive the benefit of such lectures 
wherever they can be given and thus a double utility will be secured. 
Sometimes too, it will be possible to offer courses of extension lectures 
in subjects not given as correspondence studies. These will be designed 
either for the general public or for selected groups of interested 
individuals and they will not follow the development of a subject 
systematically but will aim to stimulate thought and private study by 
illuminating the higher peaks of the subject. 

The Extention Division is glad to be able to announce, for the 
school year 1912, 1913, the following lectures and lecture courses by 
members of the regular Faculty. These lectures are given free of 
charge, the expenses of the lecturer alone being chargeable to those 
receiving the service. 

EXTENSION LECTURES. 
Herbert Crombie Howe, B. A., Professor of Modern English Liter- 
ature. 

1. The Social Utility of Literature. 

2. The Study of Shakespeare. 

18 



3. The Ins and Outs of Shakespeare Criticism. 

4. The Education of a Free People. 

5. Wordsworth: Showing the Value of Poetry for Moral Education. 

6. The Teaching of English Literature. 

Friedrich Georg G. Schmidt, Ph. D., Professor of the German 
Language and Literature. 

1. Goethe's Faust (Illustrated). 

2. Schiller (Illustrated). 

3. German Universities (Illustrated). 

4. German Commerce and Industry. 

5. German Life and Custom. 

6. Modern Germany, 

7. Teaching of Modern Languages. 

Albert R. Sweetser, M. A., Professor of Botany. 

1. Our Native Oregon Trees and Schi-ubs. 

2. The Teaching of Botany, its Meaning and Method. 

3. A Toadstool Talk. 

4. Some Microscopic Friends and Foes of our Everyday Life. 

5. The Breeding of Plants and Animals, Evolution from Darwin 
to Mendel. 

6. The Biological Basis of Eugenics. 

7. Pure Water, Domestic and Municipal. 

8. The Busy Broom and the Dreadful Duster. 

9. All Out-doors and Then Some. Ventilation vs. the White Plague. 
10. Vegetal Foods, Pure and Adulterated. 

Robert C. Clark, Ph. D., Professor of History. 

1. The Lesson of Ancient Democracies. 

2. Causes of the French Revolution (three lectures). 

3. The Portugese Revolt. 

4. Church and State in France. 

5. Moral Education in France. 

6. The "Unspeakable Turk." 

7. Revolution and Reaction in Russia. 

8. Democratic Movements in England (three lectures) a National 
Insurance, b Reform of Parliament, c Home Rule. 

9. The Present European Situation, Does it Portend War? 

10. The Place of History in Education. 

11. What History To Teach. 

12. How To Teach History. 

Edward H. McAlister, M. A., Professor of Civil Engineering. 

1. The Panama Canal. 

2. The Los Angeles 250-mile Aqueduct. 

3. Notable Irrigation Works. 

Orin Fletcher Stafford, M. A., Professor of Chemistry. 

1. The Making of a Solar System. 

2. Can We Have a Scientific Explanation of Life. 

3. What Matter is Made Of. 

4. Mountains of the Third and Fourth Generation (Earth History 
of the Region of the Grand Canyon of the Colorado). 

5. Pure Water and How To Get It. 

6. The Making of Roads. 

7. Food and Ammunition from the Air. 

8. Where Man Outdoes Nature. 

9. At the Extremes of Temperature. 

10. The Chemistry of Photography. 

11. Precious Stones and Their Winning. 

Lectures upon the title following are popular discussions of the 
industrial and industrial-art aspects of things which enter into the every- 

19 



day life of all. They are illustrated in each instance with lantern 
slides and actual exhibits of materials. 

12. The Story of Iron and Steel. 

13. The Story of the Sugars. 

14. The Story of Glass. 

15. The Story of Pottery and Porcelain. 

16. The Story of Petroleum and its Products. 

17. The Story of Cement. 

18. The Story of Coal. 

Edgar E. DeCou, M. S., Professor of Mathematics. 

1. The World's Peace Movement. 

2. Twentieth Century Canada. 

3. Teaching of High School Mathematics. 

Miss Julia Burgess, M. A., Instructor in English and President of 
the Eugene Woman's Club. 

1. The Community — The Enlarged Home of Woman or Woman's 
part in Civic Housekeeping. 

2. Legislation that Waits for Woman. 

3. Social Settlements and Social Centers. 

4. The Twentieth Century Club Women. 
Edward A. Thurber, M. A., Professor of Rhetoric. 
1. The Literary Art of Tolstoy. 

Mary H. Perkins, M. A., Instructor in Rhetoric. 

1. Alcoholism. 

Fred C. Ayer, Professor of Education. 

1. Social Heredity vs. Physical Heredity; an Interpretation of 
Eugenics from the Viewpoint of Education. 

2. The Natural Environment of the School. 

Mrs. Mable Holmes Parsons, A./^ Instructor in English Composition, 
Late President of the Medford Woman's Club. 
Woman in relation to: 

1. The Young Citizens of the Public Schools, a Organization, b Prac- 
tical Ideals. 

2. The City Beautiful, a Design, b Utilization of Neglected Areas, 
Parking Strips, Vacant Lots, etc., c methods. 

3. City Sanitation, a Personal Surveys, b Infections, c Enforcements, 
d City Clean-ups. 

4. The Social Evil, a Statistics, b Prevention, c Protective Officers, 
d Practical Ideals. 

5. Themselves, True Inwardness of Organization and Co-operation 
in Women's Clubs. 

6. The Social Conciousness, a Sentimentality vs. Morality, b New 
Keynote of Democracy vs. Old Keynote, etc., c Cultural Responsibility. 

Timothy Cloran, Ph. D., Professor of Romance Languages. 

1. Spain and the Alhambra (with slides) . 

2. Spanish Life and Education. 

3. Paris (would have to get slides) . 

4. Strassburg. 

5. Rousseau and his influence. 

6. European Universities and the Reorganization of American 
Education. 

7. Dante. 

Miss Montana Hastings, B. S., Assistant Professor of Education. 

1. The School as a Social Center. 

2. The Montessori Method and its Place in American Education. 

3. Teaching Boys and Girls to Study. 

4. The Status of the Teacher in France, Germany, England, and 
the United States. 

20 



Frederick Stanley Dunn, M. A., Professor of Latin Language and | 

Literature. « 

Group. 1. The Classics. \ 

An Eye-Winess in Caesar's Gallic Camp. ' 

The Personal Relations of Caesar and Cicero. i 
Veni, Vidi, Vici. 

By-Paths in Caesarean Bibliography. j 

The Deification of Caesar. ; 

The Julian Star. i 

Vergil's Aeneid (Illustrated). ; 

Homer's Hades. i 

Caesar's Wives. ■ 

Group 2. Historical. j 

The Passing of the Etruscans. ' 

The Second Fall of Rome. ; 

Benjamin Franklin Before the Revolution. ■ 

The Julian-Claudian House (with projectoscope). i 

Group 3. Antiquities and Archaeology. j 

The Passing of Old Rome (Illustrated). J 

The Acropolis (Illustrated). { 

The Catacombs. I 

The Pyramids. 

The Seven Wonders of the World. 

The Eleusinian Mysteries. 

Group 4. Church and the Bible. 

Origin of the Old Testament. \ 

The Pharaohs of Exodus. ) 

The New-Found Sayings of Jesus. I 

Sanity and Insanity in Religion. ! 

The Church Beautiful. | 

Group 5. Miscellaneous. 

The Biggest Bear-Story Ever Told (Astronomical, with charts). : 

The Educational Value of Art. 

Latin Wit and Humor. ] 

From Pumpkin-head to God-head. (A Latin Farce). ! 

Portraitures of Roman Emperors from Historical Novels. 

The Historical Novel in the Class-room. ; 

The Sangreal. 

Archibald F. Reddie, B. A., Professor of Public Speaking. 

1. Cakes and Customs, a Summer's Experiences in Scotland. I 

2. The Speaking Voice, its uses and abuses. 

3. The Children of Shakespeare's Fancy. i 

4. Dramatics and their Presentation. I 

5. The Drama as a Factor in Education. '. 
Note: Professor Reddie has an extended repertory of dramatic and j 

interpretative readings of which printed copies will ba furnished to j 

individuals, clubs and associations desiring to arrang? with him for .j 

entertainment. (Ed.) * 

W. P. Boynton, Ph. D., Professor of Physics. j 
Wireless Telegraphy. With lantern slides and apparatus. 

Radio-Activity and X-Rays. With lantern slides. i 

21 



For both of above lectures state if electric current is available, and 
whether A. C. or D. C. 

Science and Faith. Especially of interest to Y. M. C. A.'s and 
denominational schools, but entirely free from any sectarian character, 
and not unsuited for any school audience. 

Biographical sketches of any of the following can be given on about a 
week's notice: 

Maxwell, the creator of the Electro Magnetic Theory; Helmholtz, co- 
ordinator of music, art and science; Kelvin, the wizard of cable tele- 
graphy; Rowland, America's greatest physicist. 

Bertha Stuart, M. D., Director of Physical Education for Women. 
Course of Lectures on Personal Hygiene. 

1. How to Stand and Walk. 

2. Sense and Non-sense in Dress. 

3. The Cause and Cure of Colds. 

4. Food and Diet. 

5. The Pelvic Organs — their Physiology and Hygiene. 

Other Lectures. 

1. Play and Playgrounds. 

2. Open Air Schools and School Ventilation. 

3. Sex Hygiene. 

John F. Bovard, M. A., Professor of Zoology. 

1. Modern Aspects of the Origin of Life. 

2. The Scope and Importance of Mendels Law. 

3. Economic Importance of Marine Investigations. 

4. Game Fish, their culture, protection and economic value. 

5. Our Big Game, its protection and economic value. 

(The last two lectures are prepared at the instance of the State 
Fish and Game Commission.) 

Mrs. E. M. Pennell, Instructor in English. 

1. Three Masterpieces in Architecture. 

2. St. Gaudens and his Work. 

3. Raphael — His Madonnas. 

Edmund S. Conklin, Ph. D., Professor of Psychology. 

1. Psychological Facts and Fictions. 

2. Mental Efficiency. 

3. Psychological Helps in Teaching. 

4. Psychology for Sunday School Teachers. 

5. Characteristics of Adolescence. 

George Rebec, Ph. D., Organizer and Lecturer, 
University Extension Division. 

We are very glad to announce that Doctor Rebec, who was for 
many years a professor in the Philosophy department of the University 
of Michigan and who made a home for himself and his family on an 
Oregon farm in order to recruit his health, has consented to give his 
entire time to the service of the people of Oregon through the Extension 
Division of the University. He is prepared to lecture on a variety of 
subjects, educational and sociological. Dates can be arranged for Doctor 
Rebec for any portion of his time which is still free. 

P. L. Campbell, President of the University of Oregon. 
President Campbell will occasionally be able to accept invitations to 

22 



lecture, though his time is so fully occupied with administrative duties 
that it will be necessary to limit closely such engagements. 

Joseph Schafer, Professor of History, 
Director of University Extension. 
Professor Schafer is prepared to accept invitations to lecture, 
especially on Friday and Saturday evenings, his school days being fully 
occupied with class work. He will give single lectures on current edu- 
cational, social, and other questions, and if desired, will deliver extension 
lectures as follows: 

1. The Rise and Progress of Democracy. (Six lectures). 

2. Oregon and the Pacific Northwest. (Four lectures). 

3. The Educational and Social Value of Local History. 

4. The Relation of History to the Problem of Moral Education. 

5. The American West and Democracy. 

Those wishing to arrange for lectures address Dr. Joseph Schafer, 
University of Oregon. 

THE UNIVERSITY LIBRARY AND EXTENSION WORK. 

The University Library contains now about 40,000 volumes, two- 
thirds of which have been added during the past four years. These 
books have been selected with a view to meeting the needs of the mem- 
bers of the Faculty and the students, but it is the desire of those 
administering the Library to extend its usefulness as generally as 
possible to the people of the state. At present the Library does serve 
those not in residence at the University in the following ways : 

(1) It tries to be of assistance to the public and school libraries of 
the state by offering to lend to them from its collection, as it is able to, 
books that they need to meet some of the special and exceptional 
demands of their readers. 

(2) It loans from time to time to the correspondence students of 
the University books which they desire to supplement the textbook work 
assigned in the courses taken. 

(3) It sends out collections of books to various study clubs that are 
following courses outlined by the Correspondence-Study Department. 

(4) The Library is available for reference purposes to all readers 
who are able to come to Eugene to use it. 

(5) The Library also does its best to answer inquiries from any 
persons wishing information of various sorts that can be briefly given. 
The Library staff is in close touch with the members of the University 
Faculty, a body of experts in the fields of literature, the sciences, art, 
engineering, history, politics, etc., and their knowledge regarding such 
matters as can be readily handled by correspondence is available to 
those who wish to apply for it. Information especially regarding the 
best literature of various subjects — where it can be found, etc. — will 
gladly be furnished. 

(6) The University has something of a collection of unbound dupli- 
cate periodicals which it is glad to send out to individuals wishing 
material on topics of interest. 

(7) In cases where the services of copyists are desired to make 
digests or copies of library material that cannot be loaned, competent 
persons will be engaged v/ho will do the work at reasonable rates. 

(8) The Library has started a collection of art photographs — 
reproductions of masterpieces of architecture, sculpture, and painting — 
which will be available for the use of study clubs which are following the 
course in the history of art which is outlined by the Correspondence- 
Study department of the University. 

23 



(9) The Library is glad to be of such service as it can to the 
professional men and women of the state — the doctors, lawyers, min- 
isters, engineers, journalists, teachers, etc., in meeting their special 
problems and it welcomes at all times requests and inquiries, which it 
answers to the best of its ability. 

(10) Assistance is also gladly rendered from time to time to state, 
county, and municipal officials and members of public commissions in 
furnishing information and data of importance to them in their work. 

Those desiring help from the Library are requested to address 
M. H. Douglass, Librarian, University of Oregon, Eugene. 



COMMONWEALTH SERVICE. 



The service implied in offering the Correspondence-Study courses is 
directed to dispersed individuals. The Extension Lectures are for the 
benefit of such individuals as may be brought together to hear them. 
But the University has a still higher, more general service to offer 
in which the object is to increase the efficiency of all existing agencies 
of progress by undertaking a scientific study of the conditions under 
which they can best do their work. The social sciences — history, 
economics, sociology, psychology — are as applicable to the social 
problems which confront and distress our people as are the physical 
sciences to the material problems. The University is equipped to help 
the people solve both classes of problems. This will be shown by 
means of the following brief descriptions of pieces of work hitherto 
done. 

WATER POWER ON THE SANTIAM RIVER, 

By E. H. McAlister, Dean of the College of Engineering, 
University of Oregon. 

A significant foreward is uttered in the explanatory note which 
precedes the body of the work which constitutes this pamphlet, and 
the following is a quotation therefrom: 

"It is believed that the University, while increasing its store of 
useful knowledge for the immediate benefit of its courses of instruc- 
tion, can contribute materially to the industrial development of the 
state; and this too at a minimum of expense, since it already has an 
organized corps of men, well trained in their specialties, receiving a 
regular salary, and having a very considerable equipment of field 
instruments, apparatus and laboratory facilities. * * * The University 
feels under obligations to do what its resources will permit, in making 
the largest possible return to the state for the cost of its equipment 
and maintenance." 

The survey of the Santiam River was undertaken by Professor 
McAlister and a corps of able assistants with the avowed purpose of 
commonwealth service, and the results of that survey were given to 
the public, by way of this pamphlet, in November of 1904. 

Under the head of General Description, four kinds of work are 
mentioned as having been performed: (1) "Leveling to determine the 
elevation of the river surface from point to point, the amount of fall 
between any two points being directly shown by the difference of 
elevation; (2) a transit traverse, showing the windings of the stream 
bed and distances along the bank; (3) astronomical observations for 
the correction of azimuths carried forward by the transit; (4) measure- 
ments of the stream flow, or the number of cubic feet of water passing 
a given section of the river in a second of time." 

24 



The Santiam River has its source in the snow banks of Mount 
Jefferson and forms the boundary between Linn and Marion Counties. 
The survey covered a stretch of 24 miles of this river, from above 
an abandoned station called Idanha, to Mill City. The findings of the 
survey are important. The discharge of the stream above Detroit was 
found to be 1228 cubic feet per second; below Blowout Creek 1899 
cubic feet per second; and at Mill City 2191 cubic feet per second. 
These measurements were taken late in June and give therefore the 
average summer flow. The total fall of the river in the 24 miles 
was found to be nearly 900 feet, and this, in connection with the three 
measurements previously mentioned, demonstrates that over the course 
of 24 miles 175,000 horse power is continuously exerted. The depth 
and precipitous character of the river canyon would render imprac- 
ticable any general canal building, and indicate a high dam controlling 
the entire force of the stream as the best solution. Professor McAlister 
points out that at Niagara the height of such a dam would be about 
80 feet, that a 15,000 horse power plant would here be possible, and 
that the cost of fluming would not be too considerable, as there are at 
this point much timber, a number of saw mills and a railroad for 
ready transportation. As there are fully 100,000 horse power which 
could be economically developed, the stream would admit of a number of 
plants of horse power varying from 10,000 to 20,000. The author 
suggests that with an abundance of water power there is small excuse 
for paying heavy transcontinental freight on manufactured articles; 
that with perfected heating appliances, water power should furnish us 
with cheap electricity; and says in conclusion, "Probably there is no 
other stream in this part of the state where plants of the capacities 
herein stated could be installed at so low a cost." 

The recognized value and significance of the information afforded 
by this survey have been attested by the steady demand, which has 
come out of the east, from capitalists and parties interested in hydro- 
electric developments, for extra copies of the pamphlet. Recently, 
moreover, surveying and business like maneuvers have been noted at 
/I'.agara, the place cited by Professor McAlister as a practicable loca- 
tion for a dam. 

An earlier publication of which Professor McAlister was the author, 
Water Power on the McKenzie River, is also achieving its recognition as 
a voice of authority in water power development. Some company, 
assumed to be the Oregon Power Company, is busily surveying at 
Martins Rapids, in the McKenzie River, to the possibilities of which 
point marked reference had been made in the pamphlet, and it is worthy 
of note that this same company has also begun the construction of a 
new road in the immediate vicinity of the Rapids. 

MINERAL RESOURCES AND MINERAL INDUSTRIES 
OF OREGON, 

By Professor O. F. Stafford, 

University of Oregon Chemistry Department. 
This is a Bulletin which has met a widely felt need. In it much 
illuminating and valuable information is furnished concerning all the 
more important known mineral deposits of the state; veins and mining 
properties are described and a diagram and interesting illustrations 
are included. It affords an important birdseye view of the state's 
possibilities as a producer of mineral wealth, and is therefore an 
important handbook for the prospective investor. It is as a reliable 
guide rather than as a final or detailed survey that the Bulletin is 
able to meet the needs of both layman and scientist. 

25 



THE ECONOMICS OF OREGON'S GOOD ROADS PROBLEM, 

By Professor F. G. Young, 

Head of Department of Economics, University of Oregon, and 
Secretary of the Oregon Conservation Commission. 

The Economics of Oregon's Good Roads Problem, by Professor 
F. G. Young, is a practical monograph which in the clearest language 
of fact and theory presents this mooted problem to the citizens of 
the state. Its advocacy of the system of Apportionment of State Aid 
Funds and of a Highway Commission is based upon wide and careful 
observation and correspondingly sound theory. 

Professor Young regards the good roads problem as the key to the 
situation in the matter of country life uplift. He points to the fact that 
where roads are neglected, farmers, in their "beleaguered" condition, 
are not only deprived of those social advantages "which constitute a 
large part of what is best in life", but find it difficult to maintain 
average cleanliness. He demonstrates that the need of good highways 
is of the same order as the need of food, shelter and raiment; that the 
farmers' needs in this matter should be the first to be considered and 
served, as "everybody has a stake in the cheapened cost of trans- 
portation of agricultural products and in the larger production that 
follows a readier access to markets"; and that the vealous interest of 
all users of the roads, automobile owners and tourists as well as 
farmers, should be concerned in those more permanent types of improve- 
ment which motor traction has necessitated. Professor Young suggests 
that farmers would gain a sense of mastery of the situation through 
"concerted and scietifically directed efforts along the lines of their 
greater interests." In a pointed paragraph he states that the amount 
and character of the traffic must determine the material and construc- 
tion of the road, and that the amount of money that may "justifiably 
be expended on any proposed improvement can only equal the return 
that construction will yield." 

It is for this reason that a clearly outlined plan of procedure for 
Highway development becomes necessary, and that a direct, scientific 
study of the conditions in each distinct locality should be made. 

The County System of improvement has failed to yield uniform 
results and has proved to be expensive. It must be borne in mind that 
a road is an investment to secure returns in traffic benefits, and the 
acumen of the trained investor and organizer must be brought to bear 
upon the case. For this a "State Aid Policy" is best, for it secures 
(1) a more nearly equitable distribution of the costs, (2) the largest 
and best use of expert service in planning and supervising road con- 
struction, (3) the adaptation of different types of improvements to 
traffic needs. (4) Expert compilation of traffic statistics. 

Of the various types of state highway departments. Professor Young 
especially commends a commission appointed by the Governor for a 
definite term of office, which is under the active direction of a state 
engineer selected and hired by them for a period "coincident with 
satisfactory service", and, working with these oiBcials, an ex officio 
board composed of the State Geologist and the professors of civil 
engineering of the leading colleges of the state. 

Copies of Professor Young's pamphlet have been in very considerable 
demand. They have been sent, upon request, to officials of the state 
grange, to the members of the Oregon Good Roads League, to Professor 
Blanchard, of Columbia University, New York City, for use in the 
graduate department of highway engineering, and in many other inter- 
ested directions. The demand for the pamphlet is now keener than 
ever in view of the approaching election when numerous highway bills 

26 



will have to be voted on, and the University is seriously considering an 
extra issue to partially supply the demand. 

The above are illustrations of types of welfare literature sent out 
from the University. In certain cases, like that of the Good Roads 
Bulletin, the restriction of funds for publication purposes has unduly 
limited the supply of available copies, the state having need of a very 
large edition whereas only a few hundred could be published. Other 
departments than those mentioned — for example, the department of 
biology and the department of history have important welfare publica- 
tions to their credit also. 

Through their advanced students, several departments have caused 
to be prepared valuable studies whose findings have been used for 
public ends like the drafting of laws; but for the publication of which 
no funds have been available. 

COMMONWEALTH SERVICE OF THE DEPARTMENT OF 
ECONOMICS AND SOCIOLOGY. 

This department, which keeps in vital touch with public questions 
of every order, has a strong force of graduate students and advanced 
under-graduate students continually occupied with investigations of the 
most practical character. At the present time, some of the young men 
are investigating the best systems of road upkeep employed in European 
countries and in those few American states which employ a road patrol. 
Others are at work on phases of political reorganization; on scientific 
budget-making for towns and cities, counties and the state; on plans 
of cooperative marketing of products to save farmers and others the 
middle man's profits; on cooperative agricultural credit-societies and 
on uniform systems of accounting for towns, counties, school districts, 
etc. Some of this work is being done to assist the Governor and other 
state officials and all of it will be of value to public officials, members 
of the Legislature, and to citizens who wish the fullest information 
upon these topics. 

The department is prepared to assist, to the extent of its resources, 
any member of the Legislature or any city or county official who is 
interested in solving special problems in the public interest. 

COMMONWEALTH SERVICE OF THE DEPARTMENT OF 
ENGINEERING. 

Edward Hiram McAlister, M. A., Dean of the College of Engineering 
and Professor of Civil Engineering. 

1. Testing, for municipalities, the strength of materials like cement, 
iron, steel, brick, stone and wood. 

2. Standardizing tapes and chains for city and county engineers. 

3. Investigation of problems along engineering lines which promise 
improvement in methods or results. 

4. Cooperating in any practicable manner with county and state 
boards or commissions. 

Richard Harold Dearborn, M. E., Professor of Electrical Engineering. 
The Department of Electrical Engineering may be of service to: 

1. State Commisions, in the 

Valuation of Electrical properties, 
Calibration of Electrical instr-uments, 
Regulation of rates for electricity. 



27 



2. Municipalities — 

Tests of street lighting systems, 
Tests of municipal electric plants, 
Calibration and tests of electric meters. 

3. Industrial plants — 

Calibration and tests of electrical instruments. 
Tests of electric motors and auxiliaries. 

4. Individuals — 

Uses and casts of various electrical appliances, lights, small 

motors, heating and cooking devices, flat-irons, etc. 
Tests of house meters. 

COMMONWEALTH SERVICE OF THE DEPARTMENT 
OF HISTORY. 

The history department is prepared to aid communities intent on 
building up local historical associations, or other agencies calculated 
to enrich community life through an appeal to significant phases of 
their past. In this work the department is glad to cooperate with the 
Oregon Historical Society. Suggestions can be furnished such organ- 
izations for planning museums representative of local interests, for 
collecting and evaluating traditions with reference to their projected 
publication, for criticising historical narratives, and for investigating 
historical questions; also, for the use of the local history of a community 
as a means of vitalizing the work of the schools in that community. 

Since the University Library is in possession of many scarce and 
some unique copies of books and manuscripts bearing on Oregon history, 
the department always takes pleasure in assisting investigators else- 
where to secure copies or summaries of such documents, when a reason- 
able amount of labor on the part of students or of the library statf 
will suffice for the purpose. 

The department in the past has attended to all requests from inter- 
ested inquirers into historical matters, particularly matters of recent 
political history in Oregon. So far as is consistent with the internal 
work of the department, such service will be continued with student 
assistance. 

COMMONWEALTH SERVICE OF SCIENCE DEPARTMENTS. 

As stated elsewhere, the department of Chemistry has afforded sub- 
stantial aid to municipalities in the way of investigating water supplies, 
and has given valuable aid to industries like vinegar making by making 
careful researches into the processes which are applicable under Western 
Oregon conditions. The department, by throwing the light of science 
upon the subject, settled what was for many years a mooted question 
respecting the Nehalem wax deposit. This substance, often advertised 
as ozocerite, and held up to the public as a probably rich mineral deposit, 
the probable source of oil, was shown to be an oriental wax; its presence 
on the beach was explained on the theory of a ship wreck in the days 
when Spanish galleons carrying Manila wax sometimes ran upon the 
Oregon coast. 

The Department of Chemistry in the future as in the past offers 
its facilities in the investigation of all kinds of natural products of 
the State of Oregon, both as to exactly what they may be and tneir 
possible uses. 

Industrial engineering problems are welcomed. Considerable work 
has already been done dealing with the utilization of waste fruit, dairy, 
and forest products, and more is to be undertaken. The results are at 
the disposal of those interested. 

28 



This department is also in position to offer material assistance to 
municipalities desiring to obtain better water supplies. It keeps in close 
touch with both the theoretical and practical development of the 
problpmi of water purification. 

Town or county officials contemplating the improvement of streets 
and roads by the use of asphaltic or bituminous material are invited 
to consult regarding specifications and details of inspection. 

Legal questions involving chemical analyses and expert testimony 
are handled by this department with absolute impartiality. 

A similar statement may be made for the other science departments — 
Biology, Geology, and Physics. The Department of Biology has been 
active in aiding the State Board of Health in the way of bacteriological 
tests of water, and it has concerned itself with all problems of health 
improvement; it has also performed valuable service in studying the 
conditions of fish culture and of oyster culture in Oregon. 

The Department of Physics is prepared to cooperate with the School 
of Engineering in the work of standardizing instruments. 

The Geology Department of the University of Oregon has at its 
command the unique and almost priceless collection of Oregon fossils 
assembled, at the cost of many years' labor by the late Professor Thomas 
Condon, mainly in the fossil beds of the John Day Valley, which he 
rendered famous. With the aid of this collection, one Eastern scientist 
was able to illuminate the life history of the horse, and many other 
significant problems have been advanced toward solution by the same 
means. The University invites scientific students and all interested 
persons to make use of this collection. 

The Professor of Geology, who was for many years connected with 
the U. S. Geological Survey, has given much attention to economic 
geology, like coal and iron deposits. His advice is always at the 
service of the public. 

COMMONWEALTH SERVICE OF THE SCHOOL OF EDUCATION. 

The School of Education, founded a few years ago, at the University, 
has demonstrated its value to the commonwealth in a very direct way 
by training several hundred able teachers who are now actively employed 
in all sections of Oregon as superintendents, high school principals and 
high school instructors. In addition to this supreme service, the school 
has consistently endeavored to serve the people's interest by investigating 
the problem of how to improve the common school through a juster 
apportionment of taxes to that end, it has aided in developing the plan 
for rural high schools, and by careful investigation, has thrown much 
light on the problem of the Normal School. A one-time professor in 
this school — Hon. L. R. Alderman — began while here the study of 
methods of knitting more closely together the school and the home by 
the system of school credits for home industrial work. This idea is 
one of the bases of the extraordinary progress of the industrial educa- 
tion idea in Oregon. 

The School of Education is prepared to confer with school officers 
upon any educational problem of general interest, and its advanced 
students are able and willing to investigate educational questions for 
which the University Library (now well equipped with recent educa- 
tional reports and book literature), may hold the solution. 

THE STUDENTS' PLEDGE OF COMMONWEALTH SERVICE AN 
AID TO DEPARTMENTS. 

Since the unique ceremony in which, on the 16th of October, the 
students of the University of Oregon pledged to Governor West their 

29 



devotion to the commonwealth, the departments need no longer hesitate 
to ask their students to give to the types of work outhned above a 
reasonable portion of their time. Usually, a student's time is held to be 
his own to devote exclusively to his particular studies or expended 
otherwise as he sees fit. The University has established herein a new 
ideal of higher education, one which vitalizes all study through active 
participation in Commonwealth Service. 



University of Oregon. 



30 



APPLICATION FOR REGISTRATION FOR 
CORRESPONDENCE WORK. 

Name in full 

Address 

Age? years. Occupation? 

High schools, academies, etc., dates of attendance and grades finished? 



College or colleges attended, with dates and class (i. e. Freshman, etc.) 
finished? 

Have you taught? When, where and how long? 



Will you probably enter the University, or take a degree?. 
Correspondence course wanted 



State definitely what work has been done in the line to be taken by 
correspondence 

Do you wish to become a teacher in the line selected, or to pursue it for 
its general value? 

General remarks: 



